The Benefits of Team-Based Learning Tatyana Novossiolova University - - PowerPoint PPT Presentation

Building Sustainable Capacity in Biosecurity: The Benefits of Team-Based Learning

Tatyana Novossiolova University of Bradford BWC Meeting of Experts Side Event on Biosecurity Education: Towards an Integrated Action 7 August 2014 Salle XXII, Palais de Nations Geneva, Switzerland

Outline

• Need for Biosecurity Education
• Why Active Learning?
• Towards an Integrated Approach

Growth of Gain-of-Function Studies

• ‘Experiments Render H7N1 Virus More Contagious in Ferrets’,

CIDRAP, 2014

• ‘Lethal Spanish Flu Virus Brought to Life’, Algemeen Dagblad,

2014

• ‘Exclusive: Controversial US Scientist Creates Deadly New Flu

Strain for Pandemic Research’, The Independent, 2014

• ‘Risks of Flu Work Underrated’, Nature, 2014.

Gain-of-Function Studies and Biosecurity

• ‘genetic

engineering technology and the practices

• f

the community that sustains it have definitively displaced the potential threat of biological warfare beyond the risks posed by naturally occurring epidemics’

• ‘…for voluntary controls to play a useful role in the management of

problematic information…scientists will first need to recognise their ethical and moral responsibilities to society in the pursuit of

• knowledge. Scientists have obligations to society that involve more

than blind pursuit of information. Like clinicians, scientists have an

• bligation to do no harm.’

Cambridge WG Consensus Statement: July 2014

Laboratory creation of highly transmissible, novel strains of dangerous viruses, especially but not limited to influenza, poses substantially increased risks. An accidental infection in such a setting could trigger

• utbreaks that would be difficult or impossible to control.

Experiments involving the creation of potential pandemic pathogens should be curtailed until there has been a quantitative, objective and credible assessment of the risks, potential benefits, and opportunities for risk mitigation, as well as comparison against safer experimental

• approaches. A modern version of the Asilomar process…could be a

starting point to identify the best approaches to achieve the global public health goals of defeating pandemic disease and assuring the highest level of safety.

Biosecurity Education and the BTWC

The Meeting of States Parties in 2013

• agreed on the value of promoting education on the Convention and the

dual-use nature of biotechnology, including through preparing easily accessible and understandable courses, integrating consideration of biosecurity with broader efforts on bioethics, and assessing the impact

• f such education.
• agreed on the value of using science responsibly as an overarching

theme to enable parallel outreach efforts across inter-related scientific disciplines, as well as taking full advantage of active learning techniques, consistent with national laws and regulations

Team-Based Learning (TBL)

A special form of collaborative learning that uses a specific sequence

• f

individual work, group work and immediate feedback to create a motivational framework, whereby the focus is shifted from conveying concepts by the instructor to the application of concepts by student teams

1. Pre-Reading Activity 2. Individual Readiness Assurance Test (iRAT) 3. Team Readiness Assurance Test (tRAT) 4. iRAT and tRAT Feedback Session 5. First Team-Based Application Exercise 6. Second Team-Based Application Exercise Creating Evaluating Analysing Applying Understanding Remembering

TBL in Bradford…

…and in Morocco

Biosecurity Team-Based Learning Education Package

Five Key Concepts

• 1. General Purpose Criterion
• 2. Developments in S&T Relevant to the CBW Non-Proliferation

Regime

• 3. Responsibilities of Life Scientists with Regard to Biosecurity
• 4. National Implementation of the BTWC
• 5. Web of Prevention

Biosecurity TBL Education Package: Key Features

• Comprising pre-readings, iRAT and tRAT quizzes, sample

application exercises, detailed train-the-trainer instructions and reference materials

• All

materials are

• pen-source,

user-friendly and freely available online at http://www.brad.ac.uk/bioethics/

• Adaptable to different learning contexts and suitable to use

both with students at university level and with practitioners as part of continued professional qualification

Biosecurity Textbook

• Jointly funded by Canada’s Global Partnership Programme and the UK Global

Partnership Programme

• An online book that would be made available initially in both English and Arabic
• Main issues to be covered: biosecurity and non-proliferation challenges; past

and present threats; multilateral initiatives to promote biosecurity; key international organisations and legal instruments; examples of best practice in biosecurity.

• Focus on active learning: a set of TBL exercises to accompany each chapter
• An example of the required state-led long-term integrated strategy on

biosecurity education and awareness-raising

Biosecurity Education: What Is Needed?

• State-level leadership, commitment and support
• International

coordination and consolidation

• f

effort among various stakeholders

• Improved mechanisms for channelling resources, monitoring progress and

evaluating effectiveness/results

• Support for the establishment and maintenance of networks for sharing of

expertise, lessons learned and best practices

• Setting objectives and defining milestones
• Provision of financial support
• Strategic planning

Without such a large-scale and long-term commitment and effort, ignorance would remain the norm.

Milestones

Short and Mid-Term

• Development of a comprehensive strategic plan for biosecurity education

implementation internationally

• Establishment of an international education network
• Production of biosecurity curricula, textbooks, manuals etc.
• Establishment of regional hubs and national networks for delivery of biosecurity

education and training

• Regular reporting and update of national activities under the BTWC

Long-Term

• Development and exchange of models of best practice for national

implementation of biosecurity education (e.g. introduction of mandatory modules and short courses)

• Development and exchange of models of best practice for pedagogy

Thank you for the attention!

t.a.novossiolova@bradford.ac.uk